Assessment On Contextual Quality Of Chemistry Test Questions In College Enrollment Exam

The GCSE Chemistry Curriculum Standard(2017 Edition)suggests a proposition for the Academic Level Examination: using authentic contexts to carry practical problems.The importance of authentic contexts is indicated.Analysis of past research has revealed that the current creation of test question contexts suffers from problems such as the irrelevance of the contexts to the test questions and scientific errors.So,what kind of test question context is excellent? What is the quality of the current GCSE question contexts? This study will focus on the quality of the contexts of chemistry test questions in the GCE,and will select Zhejiang Province,which is the first province to carry out the GCE reform,and the national paper B,which has not yet carried out the GCE reform,for a comparative study,with a view to suggesting contextualised test questions for the future GCE reform provinces.This study adopts a textual analysis approach.Firstly,an evaluation tool for the contextualised test questions of the GCE Chemistry examination was constructed based on the integrated pedagogy of Yiqsawyer-Rojye and related studies in China;secondly,the weights of the evaluation indicators were determined using hierarchical analysis,and the validity of the evaluation framework was confirmed through the RST evaluation method of the validity of the indicator system;then the constructed tool was used to evaluate the contextualised test questions of the GCE Chemistry examination from 2013 to 2022.The study then used the constructed tool to analyse the contextual quality of the chemistry questions in the chemistry section of the 2013-2022 Zhejiang Provincial College Entrance Examination and the National Paper B Science Synthesis.From the above study,the following conclusions were obtained from this study.(1)The content difficulty,comprehensibility and integration of the test contexts in the Zhejiang paper were at a high level,and the content difficulty and comprehensibility of the test contexts in the National Paper B were at a high level.(2)After the promulgation of the 2017 version of the curriculum,the level of creativity,authenticity and education in the Zhejiang paper showed an increasing trend.The level of creativity,authenticity and learning in the Zhe Jiangs paper has shown an increasing trend since the launch of the 2017 version of the curriculum.(3)The overall level of contextualised question creation in the National Paper B is significantly higher than that in the Zhejiang Paper.However,there were no significant differences between the two groups with regard to the quality of contextualisation of the test questions.In terms of each indicator,the quality of the contextualised test questions in the two indicators of content difficulty and practicality in the National B paper was higher than that in the Zhejiang paper,while the quality of the contextualised test questions in the two indicators of integration was lower than that in the Zhejiang paper.In the four indicators of innovation,authenticity,comprehensibility and education,the difference between the Zhejiang paper and the National B paper is small.In this article we make four suggestions for the design of chemistry questions for university entrance exams: pay attention to contextualised questions and set a reasonable proportion of contextualised questions in the paper as a whole;enhance the practicality of the context and choose real situations to develop questions;pay attention to the role of the context of the questions and avoid dismantling situations and problems;and be familiar with the context of high school textbooks and standards in teaching and pay attention to students’ cognitive level.